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Learning Fraction Concepts Through the Virtual-Abstract Instructional Sequence

  • Emily C. BouckEmail author
  • Jiyoon Park
  • Katie Cwiakala
  • Abbie Whorley
Original Paper
  • 9 Downloads

Abstract

Fractions are an important mathematical concept for both more advanced mathematical concepts and daily living activities (e.g., cooking) and thus are important for all students to learn. In this study, researchers explored the use of the virtual-abstract (VA) instructional sequence to teach three middle school students with disabilities three fraction concepts—equivalent fractions, addition of fractions with unlike denominators, and multiplication of fractions by a whole number. For each student for each fraction concept, a functional relation existed between the intervention (i.e., the VA instructional sequence) and the dependent variable (i.e., accuracy on problems of the fraction concept). The students acquired the fraction concepts, but there were struggles to maintain their performance when no instruction was provided.

Keywords

Mathematics Technology Manipulatives Intervention Middle school 

Notes

Funding

Funding was provided by Learning Disability Foundation of America.

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflicts of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of Counseling, Educational Psychology, and Special EducationMichigan State UniversityEast LansingUSA
  2. 2.IoniaUSA

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